Search results

Faculty expectations for non‐academic staff participation in systems of shared authority (governance) define the parameters of legitimate interests. Delineates and analyses role sender (faculty) views of non‐academic staff participation in organizational governance. Studies four issue areas (academic affairs, financial and personnel affairs, institutional affairs, and student affairs). There was considerable support for non‐academic staff participation in governance. Results suggest limited roles in governance for non‐academic employees in complex organizations where faculty are primary role senders, and no support for the significant redistribution of legitimate faculty rights and authorities.

This paper aims to develop and combined an understanding of the antecedents of knowledge sharing behavior among the non-academic staff of different higher learning institutions in Malaysia.

The researchers tested the hypotheses from the survey data from the non-academic staff of different private and public higher learning institutions in Malaysia. This research also applied confirmatory factor analysis and structural equation modeling to examine the proposed hypothesis of this inquiry.

The results indicate that attitude and subjective norms both influence the staff knowledge sharing behavior significantly and positively. Additionally, this research also revealed that intention of knowledge sharing variable plays a substantial role as a mediating variable in those relationships.

This research is a cross-sectional survey. As a result, the limited sample size in this study may affect the power of generalizability. Further research may prove the model across different times to respect the nature of the knowledge sharing behavior among the non-academic staff of higher learning institutions.

The results of this research clearly explain how academic institutions may proceed for knowledge sharing culture in their respective department by considering the variables used in this inquiry. If the office of any academic institution feels that the knowledge sharing among the non-academic staff is still low, they can utilize the factors as a tool to facilitate the advancement of the knowledge sharing environment in their respective sections.

Previous research primarily focuses on the knowledge sharing behavior of students and lectures ' perspective. This research minimizes the gap by including the non-academic staff of higher learning institutions. In summation, this research also examined the mediating role of knowledge sharing intention in the relationship between attitude, subjective norms and knowledge sharing behavior.

The purpose of this paper is to investigate the relationship between employee motivation and intention for knowledge sharing behaviour. Inter-generational differences (generations X and Y only) were assumed to moderate in the relationship between intention and knowledge sharing behaviour of non-academic staff of higher learning institutions. This research also aims to test the role of behavioural intention as mediation between motivation and knowledge sharing behaviour.

This research tested a conceptual framework derived from widely accepted theories. This study was carried out on non-academic staff working at the different higher learning institutions in Malaysia. Respondents from private and public higher learning institutions in Peninsular Malaysia were asked to complete a self-administered questionnaire. This research also applied confirmatory factor analysis and structural equation modelling to examine the proposed hypothesis of this inquiry.

Results indicate that non-academic staff knowledge sharing behaviour was significantly mediated by intention between motivation and knowledge sharing behaviour relationship. More specifically, inter-generational differences (generations X and Y) play a significant moderation role between intention and knowledge sharing behaviour.

The generalizability of this cross-sectional study can be strengthened by adopting a longitudinal approach in the next phase of the study.

The results of this research highlighted that the higher learning institutions need to institutionalize knowledge sharing behaviour among their non-academic staff (executive and non-executive) by facilitating knowledge sharing-oriented work environment.

This paper has attempted to furnish a comprehensive understanding of knowledge sharing behaviour among the non-academic staff of higher learning institutions.

This research paper aims to provide an empirical examination to explain the relationship between trust, workplace spirituality, perceived risk and knowledge sharing behaviour among the non-academic staff of private higher learning institutions.

A quantitative methodology was adopted to examine the proposed relationship between trust, workplace spirituality, perceived risk and knowledge sharing behaviour. The study used survey data from 240 non-academic staff of private higher learning institutions in Malaysia. This research applied confirmatory factor analysis and structural equation modelling to test the stated hypotheses of the proposed conceptual framework.

The empirical findings indicate that workplace spirituality has a significant positive influence on knowledge sharing behaviour, whereas trust is found to have a positive effect, mediated by perceived risk, on the knowledge sharing behaviour among the non-academic staff of private higher learning institutions.

The study was limited to private higher learning institutions in Malaysia, and used a cross-sectional research design. Further investigations into the moderating effect of socio-demographic variables are necessary.

The results of this survey provide constructive information towards understanding the extent of knowledge sharing predictors at the individual and non-academic staff levels in the context of private higher learning institutions in Malaysia. Thus, this empirical study serves as a baseline research for this unexplored scope as it provides new information in this field.

Previous studies have not tested the function of trust and workplace spirituality from the perspective of non-academic staff employed in private higher learning institutions.

This study is aimed at looking at the extent to which staff of Delta State University, Abraka, Nigeria, are acquainted with and use information technology facilities for academic pursuit.

The main instruments used for collecting data were questionnaires and interviews. Simple percentage was the statistical method employed.

Data gathered through the use of the questionnaire and interviews reveal that most of the staff are not only aware of the existence of information technology (IT) facilities, but also employ them to satisfy their academic desires. From the study, epileptic power supply was adjudged the worst problem encountered in the use of IT facilities, while other problems include high internet service charges, unreliable telecommunication infrastructure, internet traffic congestion due to limited bandwidth and unsatisfactory performance of internet service provider.

The study acts as an eye‐opener to the staff and management of Delta State University, those of institutions of higher learning in Nigeria as a whole, as well as the government of the day, as to the true state of affairs relative to how far and well we have advanced in the application of IT for developmental purposes in a world that has gone so far in it, and try as much as possible to bridge the gap.

This study aims to focus on the University of Aegean’s non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for sustainability enforcement and their active participation skills.

The research participants were the 101 non-academic staff working at the Xenia Hill campus in Lesvos island. The instrument used in this study was a questionnaire consisting of 45 questions, which was sent via e-mail during the summer of 2014.

The analysis of the results brings light on the environmental profile of the University’s non-academic staff on their intentions for greening their campus and the barriers that obstruct their attempts to promote sustainability at the University.

The paper provides useful insights which allow a better understanding of the role of non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for sustainability enforcement and their active participation skills.

This empirical research aims to, to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards knowledge-sharing behaviour has attracted significant attention from researchers and practitioners to facilitate the culture of knowledge sharing in organization settings.

The units of analysis include non-academic staffs who are currently working in different higher learning institutions in Malaysia. Apart from descriptive study, this research applied confirmatory factor analysis and structural equation modelling.

The result revealed that there is a strong relationship between workplace spirituality and knowledge-sharing behaviour. On the other hand, the perceived risk variables partially mediate the association between trust and knowledge-sharing behaviour.

This research is a cross-sectional study. As a result, the limited sample size in this study may have an effect on the power of generalizability. Further research may be necessary to confirm the model across different industry to reveal the nature of the knowledge-sharing behaviour among the staff.

The findings from this research could help the policymakers and the respective authorities of higher learning institutions to create a knowledge-sharing culture that is needed to support knowledge sharing and knowledge management within the higher learning institutions.

This research not only adds value to knowledge-sharing literature but also used the variable like workplace spirituality under the context of Malaysian higher learning institution.

Although universities have been decentralized for academic freedom and autonomy, resources are being increasingly centralized, and the role of central administration is growing for efficiency and excellence reasons. At the same time, a division of labor is progressing by assigning specific tasks to professionals. The professionals are also centrally managed. Educational development was introduced by central administration to cope with the massification and quality assurance of higher education. Although it played a great part in promoting educational reform, it also suffered from the rejection of academics and the lack of methodology. Unlike ITC service and student service, educational development touches the autonomy of academics and is always torn between the central administration and academics. This chapter analyzes the structural and cultural difficulty of educational development in Japan by tracing its historical development and by comparing to other countries.

The purpose of this paper is to address the question “what is the relationship between employees’ perception on training and employees’ organisational commitment?” using the widely accepted theories of three-component model of organisational commitment and training-related variables.

This study utilises the survey methodology approach. The study design is an associational descriptive research designed to identify the relationship between employees’ training measured by five training variables (perceived availability of training, motivation to learn in training, perceived co-worker support for training, perceived supervisor support for training and perceived benefits of training) and employees’ organisational commitment measured by three organisational commitment components (affective commitment, continuance commitment and normative commitment). The target population of this study consisted of academic staffs of one of the faculty in a public university in Malaysia. The name of the University is not disclosed due to the request from the management of the University. Comprehensive sampling approach was used in this survey, whereby the survey was distributed to all the target population. This approach was chosen to ensure higher response rate from the respondents. The target population is academic staff and 60 responses were analysed.

Findings from the study revealed a significant and positive relationship between the training-related variables (availability of training, motivation to learn, co-worker support for training, supervisor support for training and benefits of training) the affective and normative commitment components of the organisational commitment; while a non-significant relationship with continuance commitment. Additionally, the results of the study revealed that the best predictor of affective commitment is co-worker support for training followed by availability of training. For normative commitment, the best predictor was availability of training.

Although this study was conducted in the education industry, the results of this study were consistent with previous studies conducted in western countries and the few studies conducted in some Asian countries such as Qatar, China, Australia and Malaysia that are non-education industries. However, the study was conducted in a single university in Malaysia and therefore results of the study may not be generalisable to all higher institutions nor the universities excluded in the sample. The study was limited to academic staffs, and does not involve other employees such as non-academic staff. Therefore the result may not be generalisable to those excluded staff as training policies, skills and knowledge requirement among various staff categories differ.

This study has indicated that co-worker support for training and supervisor support of training enhance emotional attachment/sense of belonging (i.e. affective commitment) and loyalty (i.e. normative commitments) among academic staff. Thus in this view the university authority could create an environment where there is a strong encouragement by colleagues and supervisors towards participating in training activities. Supervisors in the context of this study refer to HoDs, Deans, head of research groups, etc. This research has also revealed that availability (or access) to training has a strong relationship with both affective and normative commitments; with availability of training a strong predictor of the former type of commitment. Therefore the university through supervisors can play a role in publicising the availability of training to the academic staff. The university can also design more in-house training and development programmes/activities as well as encourage and financially support external training programmes that will enhance the academic staff teaching and research skills. Such move by the university could be perceived by the academic staff as support and care which ultimately leads to better organisational performance.

This is a pioneering study on perception on training towards organisational commitment among academic staff in a public university in Malaysia. The result of this study will spur public universities in Malaysia to find ways to improve their training plan and design to achieve maximum satisfaction among the academician.

This study aims to explore the differences between science, technology, engineering and mathematics (STEM) and non-STEM disciplines in terms of the changes to teaching and research practices caused by the COVID-19 pandemic.

The paper analyses survey responses collected between July and November 2020 from 241 academics (excluding library staff) from the five oldest state universities in Sri Lanka. The analysis focuses on the differences between STEM and non-STEM faculty using multiple linear regression to control for demographic characteristics such as age, gender and designation as well as university-specific factors.

The paper finds significant differences in the teaching practices of STEM and non-STEM academics, both in terms of preparation time for teaching and tools used for online delivery. Significant differences are also observed in research practices, with STEM faculty being significantly more likely to engage in research collaborations, obtain research funding and be involved in more research projects. The authors do not find any evidence of the pandemic having differential impacts on research productivity between the broad disciplines.

This research provides insights into the differences between STEM and non-STEM disciplines in online teaching and research practices adopted since the onset of the pandemic, which are important for formulating appropriate policy responses to mitigate the impact of the pandemic on both students and staff. The contribution is particularly significant for developing countries where the creation of a skilled workforce is a key driver of the development process.